Embedded blended learning within an Algebra classroom: a multimedia capture experiment.
This two-group, pretest-posttest, quasi-experimental study compared secondary students' learning of Algebra II materials over a 4-week period when identical instruction by the same teacher was delivered through either embedded blended learning (treatment group; n = 32) or a live-lecture classroom (c...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 2; pp. 133 - 148 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103767738&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103767738 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2015 vid: 31 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103767738 101349271 10.1111/jcal.12083 103767738 ppf: 133 ppct: 15 formats: tig: atl: Embedded blended learning within an Algebra classroom: a multimedia capture experiment. aug: au: Smith, J.G. Suzuki, S. affil: Saint Mary's College of California sug: subj: Computer-Assisted Instruction Utilization Mathematics Education Multimedia Methods Human Pretest-Posttest Control Group Design Quasi-Experimental Studies Students, High School Male Female Adolescence Psychological Theory Random Assignment Software Summated Rating Scaling Analysis of Covariance Descriptive Statistics Data Analysis Software T-Tests Adolescent: 13-18 years Male Female ab: This two-group, pretest-posttest, quasi-experimental study compared secondary students' learning of Algebra II materials over a 4-week period when identical instruction by the same teacher was delivered through either embedded blended learning (treatment group; n = 32) or a live-lecture classroom (control group; n = 24). For both groups, instruction was delivered in a normal classroom setting. A math test and a student survey were used to measure students' learning of Algebra II and satisfaction with the instruction. Students in the treatment group showed significantly greater gains in Algebra II test scores and evaluated their learning experiences significantly more positively than did the control group. The great majority (80%) of students in the treatment group preferred the embedded blended learning over traditional live lectures for future learning of math. Students' responses to open-ended survey questions suggested that students in the treatment group appreciated the: (a) ability to control the pace of instruction; (b) new role of the classroom teacher; (c) lack of distraction in the blended learning environment; and (d) accessibility of the embedded multimedia lessons outside the classroom. This study suggests that screen-capture instructional technology can be used towards establishing a teacher-based, embedded blended learning environment within a secondary algebraic classroom. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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